Subject: French Scheme of Work: Year 8 Term: Autumn Year 8 September... · Subject: French Scheme...

Subject @ SAA

Subject: French

Scheme of Work: Year 8

Term: Autumn

Topic / Unit(s) Studio 1 unit 4

Overview / Context Where I live

Assessment/Mastery

Success criteria

B1 • Demonstrate understanding of familiar words and phrases, spoken clearly and repeated if necessary.

• Say single words and short phrases with support. Imitate a model of correct pronunciation and intonation.

• Demonstrate understanding of familiar written words and phrases. Read them aloud.

• Write or copy simple words correctly. Label items. Complete short phrases or sentences.

B2 • Demonstrate understanding of a range of familiar phrases and opinions, spoken clearly.

• Answer simple questions. Give basic information and opinions, using familiar vocabulary. Begin to show awareness of sound patterns.

• Demonstrate understanding of a range of familiar written phrases and opinions. Match sound to print by reading aloud words and phrases.

• Write a few short sentences with support, giving basic information and using the present tense of frequently-used verbs. Write some familiar words from memory. Spelling and accents may not be accurate, but the meaning is clear.

B3 • Demonstrate understanding of main points and opinions from short passages using familiar vocabulary, short phrases and common verbs in the present tense, spoken clearly.

• Ask and answer simple questions.

• Exchange simple opinions.

• Demonstrate understanding of main points and opinions in short texts using familiar language.

• Write several short sentences with support to give information and express simple opinions.

• Translate familiar words and short phrases into the target language.

B4 • Transcribe familiar words.

Subject @ SAA

• Take part in brief dialogues, using short phrases referring to the present.

• Translate familiar words and short phrases into English.

• Generally accurate in using straightforward language and meaning is clear, but there may be major errors with verbs.

B5 • Demonstrate understanding of main points, opinions and some details in short passages which include reference to either the present or the future (including some grammar up to and including the 4th step).

• Exchange opinions and give simple reasons.

• Describe and give information in short dialogues using familiar vocabulary and common grammatical structures (including some grammar up to and including the 4th Step).

• Demonstrate understanding of main points, opinions, overall message and some detail in short written texts, referring to the present or future.

• Use a bilingual dictionary or glossary to look up unfamiliar words.

• Write short texts for different purposes using mainly memorised language, referring to the present or the future.

• Express opinions and give simple reasons.

B6 • Transcribe short phrases.

• Take part in simple conversations, referring to the present or the future.

• Begin to speak spontaneously (e.g. by giving an unsolicited opinion).

• Understand short texts written for target-language learners of (e.g. menus, short adverts, songs, simple poems).

• Translate simple sentences containing familiar vocabulary and grammar (including some grammar up to and including the 4th Step) into English.

• Translate into the target language simple sentences (including some grammar up to and including the 4th Step) containing familiar words and structures.

• Generally accurate in using straightforward language and meaning is clear, but there may be errors with verbs.

E1 • Demonstrate understanding of a range of short passages which include opinions with basic reasons, details and reference to either the present and the past, or the present and the future, spoken clearly (including some grammar up to and including the 5th Step).

• Take part in short conversations on a range of topics, describing, informing, expressing opinions and giving reasons.

• Demonstrate understanding of a range of short and longer texts which include opinions and refer to the past or future as well as the present.

Curriculum Opportunities

Subject @ SAA

SMSC Spiritual Moral Social Cultural

Assessment Opportunities

PAIR Marking to be completed:

Lesson 6 - translation

Lesson 13

Write a description of an ideal virtual town

Assessment Cycle:

1 2 3

Key Vocabulary Example:

Qu’est-ce qu’il y a …? Il y a … un café un centre commercial un centre de loisirs un château un cinéma un hôtel un marché un parc un restaurant un stade une église une patinoire une piscine des magasins des musées Il n’y a pas de (café). Tu aimes ta ville/ton village? Je pense que … À mon avis, … c’est … bien/super/joli/intéressant/ennuyeux vraiment nul/trop petit Tu es d’accord? Oui, je suis d’accord.

Subject @ SAA

Non, je ne suis pas d’accord.

Wider Reading Students can visit www.linguascope.com to practise new vocabulary and extend their vocabulary through presentations and games. Staff should familiarise themselves with the GCSE specification and the mastery steps These are skill-based not topic-based. They should read up on differentiation methods to add ideas to own lesson plans.

Teacher Notes

The Three Peaks

Objectives

Teaching and Learning Activities Assessment Notes

Lesson 1

1. Gathering.

Name places in a town / village.

2. Processing

Explain how to say there is or there is not a particular building / thing.

3. Applying

Bell task : circle map – name the buildings you would expect to find in a town

Learning toolbox

circle map Thinking caps: red and white Habits of mind – striving for accuracy

Introducing buildings in the town using ActiveTeach p. 070 Flashcards or PPT provided. Presentation and games to practice vocabulary.

L - B3 Understand places in town Understand which amenities a town has and hasn’t got B4 - Understand people’s opinions about the town/village where they live S - Describe and identify a town using picture prompts Practise understanding expressions of opinion

Self-assessment of Listening exercises. Teacher assessment of accurate pronunciation.

Resources: PPT 1

ActiveTeach Studio listening resources.

SEND may need to revise from

(Accès Studio– Where you live)

Key Vocabulary/Literacy opportunities

Qu’est-ce qu’il y a …? Il y a … un café un centre commercial un centre de loisirs un château un cinéma un hôtel

http://www.linguascope.com/

Subject @ SAA

À toi A page 124, ex. 1

Plenary: Review giving details of the amenities a town has/doesn’t have

un marché un parc un restaurant un stade une église une patinoire une piscine des magasins des musées Il n’y a pas de (café). Tu aimes ta ville/ton village? Je pense que … À mon avis, … c’est … bien/super/joli/intéressant/ennuyeux vraiment nul/trop petit Tu es d’accord? Oui, je suis d’accord.

Non, je ne suis pas d’accord.

Marking Opportunity: Red pen marking of key words

Recall/Homework: Learn the opinions from the sheet provided for a test next lesson.

SMSC: cultural

Misconceptions: word order – students often expect centre to come after ‘loisirs’ or ‘commercial’

Subject @ SAA

Lesson 2

1. Gathering.

2. Processing

3. Applying

Bell task

Recall positive and negative descriptions pertaining to the town.

Learning toolbox

circle map Thinking caps: yellow, black, red and green Habits of mind – striving for accuracy

Speaking B4 Create conversations with different opinions of towns (very positive, quite positive, quite negative and very negative) B4 Translation from English to French

B4 reading Understand chatroom postings about amenities towns have/haven’t got and residents’ opinions

B4 Write a paragraph about own town or village

Plenary

Self-assessment of Listening exercises. Teacher assessment of accurate pronunciation.

Teacher assessment of accurate spelling and word order of description of the town.

Resources PPT 2

Cahier d’exercices

Writing frame for town description for low ability.

Key Vocabulary/literacy opportunities

Marking Opportunity:

Recall/Homework:

Bronze/ Silver : Cahier d’exercices A, page 32

GOLD :Cahier d’exercices B, page 32

SMSC:

Misconceptions: adjectival agreement e.g. petit / petite according to gender and singular / plural.

The Three Peaks

Objectives


Lesson 3

1. Gathering.

Name basic directions.

2. Processing

Link the 2 words for ‘you’.

3. Applying

Bell task

Mnemonics challenge – piscine and magasins.

Learning toolbox

Thinking caps: green and white Habits of mind – striving for accuracy and think before acting. Video lesson of the characters getting lost and having to find each other. Introduction of basic directions and using ‘tu’ and ‘ vous’.

Self-assessment of Listening exercises i.e answers to video questions. Teacher assessment of accurate pronunciation. Peer-assessment of pronunciation.

Resources: PPT 3

SEN labelling picture of fairground rides


Pardon … Où est …? Où sont …? C’est … à gauche à droite

Subject @ SAA

Questions on worksheet BSG. Listening B4 Speaking B3

Plenary

Find the 2 spelling mistakes in each of the 5 sentences (BSG)

Self-assessment of plenary questions.

tout droit au carrefour entre derrière devant


Listening to students – marking their speaking and writing a grade on the sheet in red.

Recall/Homework:

SMSC: cultural and social

Misconceptions:

There cannot be more than one word for the same thing i.e. ‘you’

Lesson 4 1. Gathering.

Recall opinions.

2. Processing

Explain how to form singular and plural questions.

3. Applying

Evaluate what you have practised asking by writing out the questions.

Bell task

Describe the pictures using ‘il y a’ and ‘il n’y a pas de’

Learning toolbox

Thinking caps: red and white Habits of mind – striving for accuracy

Plenary

Self-assessment of matching / translation exercises. Teacher assessment of accurate pronunciation and spellings of new words.

Resources: PPt 4


Qu’est-ce qu’il y a …? Il y a … un café un centre commercial un centre de loisirs un château un cinéma un hôtel un marché un parc un restaurant un stade une église une patinoire une piscine

Subject @ SAA

des magasins des musées Il n’y a pas de (café). Tu aimes ta ville/ton village? Je pense que … À mon avis, … c’est …


Red pen marking of bell task

Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives


Lesson 5

1. Gathering.

Name basic prepositions

2. Processing

Explain where buildings are using prepositions. Explain when to use ‘tu’ and ‘vous’.

3. Applying

Bell task

Working out the meaning of basic directions and prepositions

Learning toolbox

circle map – tu or vous Thinking caps: green and white Habits of mind – striving for accuracy Match directions Work out the meaning of prepositions and discuss what a preposition is. Define the difference between ‘tu’ and ‘vos ‘ and practice in converstions asking where places are. Using ‘tu’ and ‘vous’ accurately.

Plenary : translating a short text including prepositions.

Self-assessment of matching / translation exercises. Teacher assessment of accurate pronunciation and spellings of prepositions.

Resources:

PPT lesson 5


Pardon … Où est …? Où sont …? C’est … à gauche à droite tout droit au carrefour entre derrière devant le bateau pirate le café le Cheval de Troie

Subject @ SAA

le manège le restaurant le petit train le toboggan géant le trampoline magique la grotte mystérieuse la rivière enchantée la soucoupe volante l’hôtel les autos tamponneuses

les chaises volantes


Red pen marking in class of spellings of prepositions and word order.

Recall/Homework:

SMSC: socail

Misconceptions: there can only be one word for ‘yiu’ in French if that is the case in English.

Subject @ SAA


Recall buildings and rides.

2. Processing

Recall buildings and rides.

3. Applying

Imagine helping someone to find their way around the theme park.

Bell task

Work out which rides in the fair are out of order

Learning toolbox

Thinking caps: white Habits of mind – striving for accuracy Memory games- linked to literacy PAIR translation task.

Plenary: create a wordsearch using prepositions

PAIR translation from French to English and English to French about where rides are situated. B4

Resources: PPt 6


Pardon … Où est …? Où sont …? C’est … à gauche à droite tout droit au carrefour entre derrière devant le bateau pirate le café le Cheval de Troie le manège le restaurant le petit train le toboggan géant le trampoline magique la grotte mystérieuse la rivière enchantée la soucoupe volante l’hôtel les autos tamponneuses

les chaises volantes


PAIR marking

Recall/Homework:

Complete wordsearch

SMSC: social

Misconceptions: mixing up ‘droit’

Subject @ SAA

and ‘droite’

The Three Peaks

Objectives


Lesson 7

1. Gathering.

2. Processing

3. Applying Judge you PAIR task and complete the green pen response.

Bell task :

Complete half of your partner’s WORDSEARCH – created for homework.

Learning toolbox

Thinking caps: white Habits of mind – striving for accuracy Green pen responses.

Plenary

Complete your partner’s WORDSEARCH – created for homework.

Green pen responses – self-assessment


Resources:




Recall/Homework:

Bronze: Practise theme park vocabulary Cahier d’exercices A, page 33 Silver+Gold :

Subject @ SAA

Cahier d’exercices B, page 33

SMSC: social + cultural

Misconceptions:

mixing up ‘droit’ and ‘droite’

Lesson 8

1. Gathering.

Name places you might go to at the weekend.

2. Processing

Explain how to use ‘à’ + the definite article.

3. Applying

Bell task

Learning toolbox

Circle map categorizing genders of buildings

Thinking caps: white Habits of mind – think before acting

Use grammar p74 a+le as starter for pupils to make notes from.

Listening B4 Understand where people go at the weekend and who with

Reading B4 Understand texts about where people go at the weekend

Plenary : Further practice of ‘à’ + the definite article.

Self-assessment of matching / translation exercises.

Teacher assessment of accurate pronunciation and spellings of

Resources: PPT 8

Use grammar p74 a+le as starter for pupils to make notes from.


d’habitude normalement quelquefois tous les weekends

J’aime ça./J’adore ça.


Recall/Homework:

SMSC:

Misconceptions: inclusion of the words le/la/l’/les when replaced by ‘à’ + the definite article.

Subject @ SAA

The Three Peaks

Objectives


Lesson 9

1. Gathering.

2. Processing

3. Applying

Imagine you are conducting a survey about where people go at the weekend and you must summarise your results.

Bell task

Unjumble the sentences about where people are going using ‘aller’.

Learning toolbox

Thinking caps: white Habits of mind – think before acting

Speaking 4 Carry out a class survey on where people go at the weekend

Play the board game (Jeu du Weekend) Reading: Understand the results of a survey and draw a graph

Plenary

Low / Middle ability: À toi A page 124, ex. 3

Higher ability À toi B page 125, ex. 1

Resources: PPT 9

Board game

Graph paper fore low ability


d’habitude normalement quelquefois tous les weekends

J’aime ça./J’adore ça.


Recall/Homework:

Bronze : Cahier d’exercices A, page 34 Silver + Gold:

Cahier d’exercices B, page 34

SMSC:

cultural

Misconceptions: inclusion of the words le/la/l’/les when replaced by ‘à’ + the definite article.

Subject @ SAA


Recall places, days and opinions.

2. Processing

Explain when to use ‘je veux’ and ‘tu veux’ + infinitive.

3. Applying

Bell task

Identify the infinitives in a group of words

Learning toolbox

Thinking caps: white, red Habits of mind – think before acting and persist.

Listening: Understand the places mentioned in invitations Listen to a song and sing along B4/5 Reading: Understand a song about suggestions for going out

Identify French expressions in a text

Plenary

Resources

PPT 10


je veux, tu veux, il/elle/on veut Tu veux aller (au cinéma) (samedi

soir)?

Bonne idée! Super! Génial! D’accord. Oui, c’est super top. Oui, je veux bien. Non, je n’ai pas envie. Si tu veux. Non merci. C’est vraiment nul!

C’est ennuyeux.


Recall/Homework:

SMSC:

Misconceptions:

Subject @ SAA

The Three Peaks

Objectives


Lesson 11

1 Gathering.

Recall places, days and opinions.

2. Processing

Explain when to use ‘je veux’ and ‘tu veux’ + infinitive.

3. Applying Judge a conversation your 2 friends are having. Is their pronunciation good? Are they using a variety of phrases?

Bell task

Circle map – places, days and opinions

Learning toolbox

Circle map – places, days and opinions

B4-B5 speaking: Make up a conversation, suggesting an outing and responding to the invitation; then comment on pronunciation and the language used Reading B4 Identify French expressions in a text

Plenary Which X Factor judge is most likely to say which phrase? !

Write their name and the phrases.

Self-assessment of reading task. Peer-assessment of pronunciation Teacher assessment of bell task spellings plus plenary sentences.

Resources: PPT 11

Snakes and ladders game (time permitted)


Bonne idée! Super! Génial! D’accord. Oui, c’est super top. Oui, je veux bien. Non, je n’ai pas envie. Si tu veux. Non merci. C’est vraiment nul!

C’est ennuyeux.

la prononciation

C’est super / bien


Red pen marking around the class for spellings. Pronunciation checks and comments written in exercise books after having listened in to conversations.

Recall/Homework:

Bronze : Cahier d’exercices A, page 35

Gold : Cahier d’exercices B, page 35

Subject @ SAA

SMSC: social

Misconceptions:

Lesson 12

4. Gathering.

5. Processing

6. Applying

Bell task

Correct the errors in the sentences using modal verbs

Learning toolbox

Thinking caps: white Habits of mind – think before acting Undertaand how to use modal verbs Create sentences using je, tu, il, on plus modal verb plus infinitive Read around the class - literacy

Plenary

Self-assessment bell task

Teacher assessment of correct pronunciation

Teacher assessment of correct spelling of 12 sentences

Resources


Qu’est-ce qu’on peut faire à …?

je peux, tu peux, il/elle/on peut

aller au concert faire du bowling faire du roller ou du skate faire du vélo faire une promenade en

barque

jouer au babyfoot et au flipper au

Subject @ SAA

café

manger au restaurant

visiter les jardins/les monuments/les musées

Marking Opportunity: red pen marking of 12 sentences

Recall/Homework:

SMSC:

Misconceptions: thereis only one French word for ‘we’

The Three Peaks

Objectives


Lesson 13

4. Gathering.

5. Processing

6. Applying Imagine you live in a fictitious place –describe it.

Bell task

Match up sentence halves of activities SILVER: add modal verb starters to each sentence

Learning toolbox

Bubble map

Thinking caps: white, green, blue Habits of mind – think before acting

Write a description of an ideal virtual town

Plenary

Create a mnemonic of ‘VOULOIR’

PAIR marking

Resources: ppt 13

Blue assessment books


Qu’est-ce qu’on peut faire à …?

je peux, tu peux, il/elle/on peu

aller au concert faire du bowling

Subject @ SAA

faire du roller ou du skate faire du vélo faire une promenade en

barque

jouer au babyfoot et au flipper visiter les jardins/les monuments/les musées

au camanger au restaurant


Recall/Homework:

Revise for assessments

SMSC: social / cultural

Misconceptions:

Subject @ SAA

Lesson 14-16

1. Gathering.

Recall buildings and places to go out.

2. Processing

Explain when to use ‘je veux’ and ‘Je peux’ + infinitive.

3. Applying

Reading and writing assessments

Bell task

Quiz questions on the unit

Learning toolbox

Students complete the 2 assessments and there is an extra consolidation sheet for those who do not achieve B4.

Plenary

Summarise what you have found difficult in this unit and how you overcame any problems.

Resources:PPT 14-16

assessment sheets and consolidation sheet


All vocabulary from the entire unit.


PAIR marking

Recall/Homework:

SMSC: social

Misconceptions:

Subject: French Scheme of Work: Year 8 Term: Autumn Year 8 September... · Subject: French Scheme...

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